1. A
P ORTFOLIO
O F
THINKING
S KILLS
Karen
N.
Johnson
2013
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

2. For
a
long
while,
I’ve
been
interested
In
how
we
think,
how
we
analyze.
When
I
“discovered”
the
book
Sparks
of
Genius,
I
found
chapter
aUer
chapter
resonated
with
me.
It
seemed
each
chapter
made
sense
from
a
tester’s
skill
set,
each
chapter
seemed
to
offer
insight
into
what
skills
a
tester
might
do
well
to
have
and
develop.
Thinking
skills.
In
the
year
plus
since
reading
this
book,
I’ve
acXvely
pursued
more
informaXon
on
many
of
the
thinking
skills.
This
is
my
own
current
state
of
that
research,
reading
and
interest.
I
invite
you
to
consider
each
thinking
tool
and
how
you
might
improve
your
own
thinking
skills.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
INSPIRATION
&
PURPOSE
OF
THE
TALK
The
inspira4on
for
this
talk

3.
The
book
idenXfies
the
following
thinking
tools:
1. Observing
2. Imaging
3. AbstracXng
4. Recognizing
Paerns
5. Forming
Paerns
6. Analogizing
7. Body
Thinking
8. Empathizing
9. Dimensional
Thinking
10. Modeling
11. Playing
12. Transforming
13. Synthesizing
This
presenta4on’s
thinking
tools
This
presentaXon
addresses,
the
following
tools:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Observing
Imaging
AbstracXng
Recognizing
Paerns
Forming
Paerns
Analogizing
Body
Thinking
Empathizing
Dimensional
Thinking
Modeling
Playing
Transforming
Synthesizing
Four
thinking
skills
I
have
not
addressed
(yet.)
I
also
added
the
skill:
focusing
(14)
as
I
believe
the
ability
to
focus
is
another
essenXal
thinking
skill.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
INSPIRATION
&
PURPOSE
OF
THE
TALK
Sparks
of
Genius:
Thinking
Tools

4. @karennjohnson
YouTube
hp://www.youtube.com/user/karennjohnson/
videos
Website
website:
www.karennjohnson.com
or
website:
www.karennicolejohnson.com
• Software Test Consultant
Publica4ons
and
Presenta4ons
• Published Author
Please
see
my
website.
• Teach Software Testing
• Speak at conferences
• Co-founder of WREST, the Workshop on
Regulated Software Testing
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
KAREN
N.
JOHNSON
TwiDer
About
me
~

5. OBSERVING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

6. A
mind
map
on
the
word
observe
ob·∙serve
Verb
• NoXce
or
perceive
(something)
and
register
it
as
being
significant.
• Watch
(someone
or
something)
carefully
and
aenXvely.
Synonyms
watch
-­‐
noXce
-­‐
remark
-­‐
note
-­‐
keep
-­‐
perceive
Quotes
• “We
only
see
what
we
know.”
Goethe
• “Look
at
things
for
the
very
first
Xme.”
Perez
de
Ayala
from
Advice
for
a
Young
InvesXgator
• “These
things
were
not
observed
because
they
were
not
expected
or
specifically
looked
for.”
Perez
de
Ayala
from
Advice
for
a
Young
InvesXgator
Image
from
VisualThesaurus.com
• “The
medical
ear
must
be
properly
trained
to
hear
stories
–
a
medical
history,
aUer
all,
is
a
short
story.”
from
John
Stone
in
Sparks
of
Genius
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
OBSERVING
Defini4on

7. We
observe
soUware
to
discover
defects.
We
observe
the
programs
we
test.
NoXce
the
word
observe
is
a
verb;
tesXng
and
observing
are
acXve
processes.
When
we
observe
beyond
confirming
expected
results
of
a
test
case,
we
begin
to
observe
whatever
it
is
there
is
to
see.
If
we
test
with
an
eye
only
on
confirming
what
a
test
case
instructs
us
to
test
or
to
check
for,
that
is
all
we
may
noXce.
Example
Exercises
Whether
logging
in
or
using
a
feature
of
an
applicaXon,
an
applicaXon
may
produce
unexpected
results.
Are
you
ready
to
noXce?
1.)
Log
into
an
applicaXon.
What
if
an
error
message
appears?
Are
you
ready
to
noXce?
2.)
If
you
pracXce
Exploratory
TesXng
and
you
use
the
concept
of
"tour"
tesXng
-­‐
how
would
you
(or
why
would
you?)
tour
an
applicaXon
without
being
observant?
3.)
We
focus
on
improving
tesXng
skills
when
what
we
might
need
most
is
to
focus
on
improving
our
thinking
skills.
Have
you
thought
about
your
skills
of
observaXon.
The
Twier
fail
whale
screen
shows
when
you
might
not
expect
it.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
OBSERVING
How
this
skill
applies
to
tes4ng

8. Interes4ng
reading
on
"observing"
Having
an
invesXgatory
approach
to
tesXng
means
we
have
to
be
ready
to
observe,
otherwise
the
“experiments”
we
conduct
with
soUware
may
fall
flat.
The
longer
we
work
with
an
applicaXon
or
product
the
more
challenging
it
can
be
to
be
observant
of
a
product.
Next
Xme
you
test
soUware
you
have
worked
with
for
awhile,
try
to
look
at
the
product
again
as
though
for
the
first
Xme.
Do
you
observe
anything
different?
Games
to
increase
observa4on
skills
Spot
It
An
inexpensive
game
designed
to
improve
observaXon
skills.
Many
testers
play
a
game
called
"Set."
Also
look
at
the
last
reference
on
reading
about
a
game
called,
Kim's
game.
We
can
learn
from
other
disciplines.
Look
to
these
sources
for
other
professions
where
skills
of
observaXon
are
valued.
Yale
University's
School
of
Medicine
uses
fine
art
to
improve
observaXon
and
diagnosXc
skills
hp://www.dermatology.yale.edu/educaXon/braverman/
descripXon.aspx
New
York
cops
use
a
class
at
the
Metropolitan
Museum
of
Art
to
teach
cops
how
to
improve
their
observaXon
skills.
hp://www.smithsonianmag.com/arts-­‐culture/Teaching-­‐
Cops-­‐to-­‐See.html
The
Science
EducaXon
Resource
Center
promotes
an
online
acXvity
for
improving
observaXon
skills
for
geophotography
students
hp://serc.carleton.edu/NAGTWorkshops/geophoto/
acXviXes/71114.html
The
Boy
Scouts
have
a
game
called,
Kim’s
game
that
promotes
skills
of
observaXon
and
memory.
hp://www.macscouter.com/Games/
bp_chapter2.asp#heading57
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
OBSERVING
Why
does
this
skill
maDer?

9. IMAGING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

10. IMAGING
Defini4on
imaging
• The
ability
to
form
mental
images
of
things
or
events
• To
imagine
the
look
of
things
without
a
reliance
on
being
able
to
see
things
physically
before
your
eyes
Quotes
A
presenta4on
on
imaging
“Some
people
need
to
close
their
eyes,
apparently
because
seeing
interferes
with
their
visual
imaginaXon.”
Sparks
of
Genius
“I
think
that
not
all
scienXsts
have
to
have
a
visual
image,
but
I
do.
I
can’t
do
a
problem
unless
I
have
a
visual
image.
That’s
how
I
solve
problems.”
Margaret
Geller
in
Sparks
of
Genius
“There
are
three
classes
of
people:
those
who
see.
Those
who
see
when
they
are
shown.
Those
who
do
not
see.
”
-­‐
Leonardo
da
Vinci
David
Bolinsky:
Visualizing
the
wonder
of
a
living
cell
hp://www.ted.com/talks/
david_bolinsky_animates_a_cell.html
Medical
animator
David
Bolinsky
presents
3
minutes
of
stunning
animaXon
that
show
the
bustling
life
inside
a
cell.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

11.
Having
the
ability
to
imagine
an
applicaXon
and/or
a
feature
without
having
the
soUware
"to
touch."
To
understand,
to
be
able
to
imagine
and
in
turn
be
able
to
find
the
flaws
in
the
design
and
development
-­‐
someXmes
before
the
soUware
is
even
built.
Example
Resources
for
More
When
a
design
specificaXon
is
explained
on
a
white
board
or
napkin,
we
may
begin
to
imagine
the
flow
and
implementaXon
of
a
feature.
The
next
Xme
you
are
learning
about
a
new
feature
or
something
you
need
to
test,
try
imagining
the
system
through
your
own
mental
images
instead
of
relaying
on
words
or
a
linear
approach.
Look
to
the
following
resources
for
more
on
imaging
and
being
able
to
draw.
Gamestorming:
A
Playbook
for
Innovators,
Rulebreakers,
and
Changemakers
by
Dave
Gray,
Sunni
Brown
and
James
Macanufo
Books
By
David
Sibbet:
Visual
Teams,
Visual
Leaders
and
Visual
MeeXngs
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
IMAGING
How
this
skill
applies
to
tes4ng

12. What
to
record
Testers
I
meet
are
oUen
not
sure
what
notes
to
record.
Notes
can
help
you:
•
Keep
track
of
the
process
and/or
steps
you
have
taken
Keep
note
of
what
data
was
used
while
tesXng
NoXce
paerns
•
•
And
one
of
the
most
important
reasons
to
take
notes
is
to
record
your
test
ideas!
Remember
that
notes
don't
have
to
be
words,
they
can
be
doodles
that
might
help
you
envision
a
data
workflow
or
feature
to
feature
interacXon.
A
blog
post
of
mine
which
was
originally
posted
on
tesXngReflecXons.com
that
describes
in
detail
how
and
what
I
record
in
notes.
See:
hp://tesXngreflecXons.com/node/6536
Own
your
notes!
Don't
worry
about
other
people
reading
your
notes.
Own
your
notes.
More
of
my
thoughts
on
note-­‐taking
A
podcast
where
I
talk
about
note-­‐taking:
hp://blog.soUwaretestpodcast.com/2012/08/12/
episode-­‐36.aspx
Conference
paper
on
reporXng
skills
which
also
refers
to
note-­‐taking
hp://karennicolejohnson.com/wp-­‐content/uploads/
2010/08/KNJohnson-­‐CAST-­‐2010-­‐reporXng-­‐skills-­‐and-­‐
soUware-­‐tesXng-­‐paper.pdf
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
IMAGING
The
Tester's
Notebook

13. Learn
about
mind-­‐mapping
Many
of
our
fellow
testers
use
mind
maps
to
explore
test
ideas,
track
status
and
to
record
notes.
Learn
more
about
mind
mapping
from
the
originator
Tony
Buzan
or
search
for
books
and
resources
on
mind
mapping.
How
to
Prac4ce
Ask
to
review
the
error
messages
for
an
applicaXon
and
imagine
the
steps
and/or
condiXon
needed
to
make
each
error
message
appear.
Can
you
imagine?
Polya:
Understanding
the
problem.
Draw
a
figure.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
IMAGING
Mind
Mapping

14. ABSTRACTING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

15. ab·∙stract·∙ed,
ab·∙stract·∙ing,
ab·∙stracts
1.
To
take
away;
remove.
2.
To
remove
without
permission;
filch.
3.
To
consider
(a
quality,
for
example)
without
reference
to
a
parXcular
example
or
object.
4.
(bstrkt)
To
summarize;
epitomize.
5.
To
create
arXsXc
abstracXons
of
(something
else,
such
as
a
concrete
object
or
another
style)
Quotes
A
closer
look
at
the
word
abstract
“See
with
your
mind
not
your
eyes.”
Sparks
of
Genius
“The
paper
of
yours
is
so
lightly
wrien
that
you
must
have
sweated
terribly.”
from
George
Wald
in
Sparks
of
Genius
“These
things
were
not
observed
because
they
were
not
expected
or
specifically
looked
for.”
From
The
Art
of
ScienXfic
InvesXgaXon
Simplicity
is
the
ulXmate
sophisXcaXon.
”
-­‐
Leonardo
da
Vinci
This
image
is
from
VisualThesaurus.com
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
ABSTRACTING
Defini4on

16. •
Being
able
to
see
past
the
features
of
an
applicaXon
and
focus
on
what
the
core
purpose
of
the
program
does.
•
Being
able
to
recognize
the
essenXals
of
a
program;
being
able
to
pick
out
a
programs
essenXals
helps
to
keep
tesXng
risk-­‐based
and
“in
sync”
with
the
business
needs.
Example
Mental
decluering
• Find
the
simple
concepts
hiding
among
complex
expressions.
•
When
a
complex
program
is
explained
to
you,
can
you
see
past
all
the
“bells
and
whistles”
and
remain
focused
on
the
primary
soluXon
the
product
hopes
to
provide?
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
ABSTRACTING
How
this
skill
applies
to
tes4ng

17. RECOGNIZING
PATTERNS
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

18. paDern
1.
A
perceptual
structure
2.
Plan
or
create
according
to
a
model
or
models
3.
Form
a
paern
4.
Be
compaXble,
similar
or
consistent;
coincide
in
their
characterisXcs
Quotes
UX
+
Gestalt
PaDerns
“See
with
your
mind
not
your
eyes.”
Sparks
of
Genius
“The
paper
of
yours
is
so
lightly
wrien
that
you
must
have
sweated
terribly.”
from
George
Wald
in
Sparks
of
Genius
“These
things
were
not
observed
because
they
were
not
expected
or
specifically
looked
for.”
From
The
Art
of
ScienXfic
InvesXgaXon
The
gestalt
effect
is
the
form-­‐generaXng
capability
of
our
senses,
parXcularly
with
respect
to
the
visual
recogniXon
of
figures
and
whole
forms
instead
of
just
a
collecXon
of
simple
lines
and
curves.
There
are
several
visual
Gestalt
principles
including
paerns
of
grouping,
closure
and
proximity.
Edward
TuUe
and
Stephen
Few
are
two
authors
who
review
the
concepts
of
Gestalt
effects
in
their
work.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
RECOGNIZING
PATTERNS
Defini4ons

19.
•
•
•
Cluer
can
prevent
us
from
noXcing
paerns.
The
expression:
can’t
see
the
wood
through
the
trees.
Being
preoccupied
can
block
us
from
recognizing
paerns
and
from
observing.
PaDern
Recogni4on
and
Culture
Paern
recogniXon
is
influenced
by
our
society
and
Example:
hopscotch
around
the
world
culture.
In
the
book,
Sparks
of
Genius,
the
author
explored
the
children’s
game
of
hopscotch
around
the
world
and
found
that
while
the
game
exists
in
many
countries,
the
form
varies.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
RECOGNIZING
PATTERNS
Roadblocks

20. When
we
test
soUware,
we
may
find
some
error
condiXons
only
occur
aUer
a
series
of
steps
or
only
under
specific
condiXons,
being
able
to
discern
this
informaXon
can
be
essenXal
in
finding
and
being
able
to
replicate
a
soUware
defect.
Exercises
•
Playing
chess
Jigsaw
puzzles
Rubik's
cube
•
When
we
look
for
paerns
in
clouds,
we
are
aempXng
to
recognize
items
we
may
find
familiar
and
look
for
similariXes
in
the
clouds.
•
•
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
RECOGNIZING
PATTERNS
How
recognizing
paDerns
applies
to
sogware
tes4ng

21. ANALOGIZING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

22. Edward
deBono,
Lateral
Thinking
Analogy
(from
Greek
ἀναλογία,
analogia,
"proporXon”
is
a
cogniXve
process
of
transferring
informaXon
or
meaning
from
a
parXcular
subject
(the
analogue
or
source)
to
another
parXcular
subject
(the
target),
or
a
linguisXc
expression
corresponding
to
such
a
process.
-­‐
Wikipedia
Quotes
“..the
power
to
recognize
analogies
is
an
excellent
test
of
intelligence.”
Helen
Keller
“The
paper
of
yours
is
so
lightly
wrien
that
you
must
have
sweated
terribly.”
from
George
Wald
in
Sparks
of
Genius
“Metaphors
does
more
than
adorn
our
thinking.
It
structures
our
thinking.”
Sources
of
Power,
Gary
Klein
In
deBono’s
book
Lateral
Thinking,
he
highlights
a
value
of
analogies
is
if
the
comparison
to
something
else
has
a
soluXon,
than
perhaps
a
similar
“soluXon”
can
be
applied
and
thereby
solve
the
current
issue
at
hand.
This
type
of
strategy
is
similar
to
Polya’s
when
Polya
offers
the
quesXon:
has
a
similar
problem
been
solved?
“The
criXcal
part
of
interesXng
analogies
is
that
they
reveal
not
mere
resemblances
but
inapparent
relaXonships
between
abstract
funcXons,
one
if
which
is
understood,
the
other
not.”
from
Sparks
of
Genius
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
ANALOGIZING
Defini4on

23. Having
the
ability
to
learn
and
apply
knowledge
from
one
discipline
or
one
experience
or
one
context
to
another,
gives
us
more
opXons,
more
insight.
Analogies
allow
us
to
use
our
interdisciplinary
learning
to
our
work.
Prac4ce
Resources
for
more
Look
for
the
similariXes
in
objects,
in
situaXons
and
see
if
you
can
draw
relaXonships
where
you
thought
there
was
no
correlaXon.
Sparks
of
Genius
By
Robert
&
Michele
Root-­‐Bernstein
Lateral
Thinking
By
Edward
deBono
Mind
Performance
Hacks
By
Ron
Hale-­‐Evans
How
to
Solve
It
By
George
Polya
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
ANALOGIZING
How
this
skill
applies
to
sogware
tes4ng

24. Having
the
ability
to
learn
and
apply
knowledge
from
one
discipline
or
one
experience
or
one
context
to
another,
gives
us
more
opXons,
more
insight.
Analogies
allow
us
to
use
our
interdisciplinary
learning
to
our
work.
Prac4ce
Resources
for
more
Look
for
the
similariXes
in
objects,
in
situaXons
and
see
if
you
can
draw
relaXonships
where
you
thought
there
was
no
correlaXon.
Sparks
of
Genius
By
Robert
&
Michele
Root-­‐Bernstein
Lateral
Thinking
By
Edward
deBono
Mind
Performance
Hacks
By
Ron
Hale-­‐Evans
How
to
Solve
It
By
George
Polya
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
ANALOGIZING
How
this
skill
applies
to
sogware
tes4ng

25. BODY
THINKING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

26. Kinesthe4c
learning
(also
known
as
tac4le
learning)
is
a
learning
style
in
which
learning
takes
place
by
the
student
carrying
out
a
physical
acXvity,
rather
than
listening
to
a
lecture
or
watching
a
demonstraXon.
People
with
a
preference
for
kinestheXc
learning
are
also
commonly
known
as
"do-­‐ers".
TacXle-­‐kinestheXc
learners
make
up
about
five
percent
of
the
populaXon.
Propriocep4on
(/ˌproʊpri.ɵˈsɛpʃən/
PRO-­‐pree-­‐o-­‐SEP-­‐shən),
from
LaXn
proprius,
meaning
"one's
own",
"individual"
and
percepXon,
is
the
sense
of
the
relaXve
posiXon
of
neighbouring
parts
of
the
body
and
strength
of
effort
being
employed
in
movement
Quote
Mind/Body
Connec4on
I
hear
and
I
forgot.
I
see
and
I
remember.
I
do
and
I
understand.
Chinese
Proverb
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
BODY
THINKING
Defini4ons

27. As
we
test,
w
recall
our
se
build
mind/body
connecXons.
Even
our
ability
While
to
teps,
the
details,
the
variables
improves
over
Xme.
we
look
to
other
fields
–
most
readily
sports
–
we
believe
their
deliberate
pracXce
helps
their
mind/body
connecXons
–
are
we
sure
the
same
is
not
happening
to
us?
Examples
•
Muscle
memory
•
Gaining
a
feel
for
something
•
Learning
through
experience
Ted
Talk
Wayne
McGregor
A
choreographer
talks
about
moving
ideas
from
our
mind
to
our
body.
hp://blog.ted.com/2012/09/14/Xps-­‐for-­‐thinking-­‐
like-­‐a-­‐dancer-­‐from-­‐acclaimed-­‐choreographer-­‐
wayne-­‐mcgregor/
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
BODY
THINKING
How
this
skill
applies
to
sogware
tes4ng

28. EMPATHIZING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

29. Empathy
• Understanding
and
entering
into
another’s
feelings
•
Sharing
the
feelings
of
others
(especially
feelings
of
sorrow
or
anguish)
Quotes
•
“A
musician
cannot
move
others
unless
he
too
is
moved.”
Bach
How
this
skill
applies
to
tes4ng
When
we
work
with
soUware
developers,
user
interface
designers
or
business
owners
and
ask
quesXons,
some
of
the
quesXons
we
ask
help
us
to
understand
someone
else’s
point
of
view;
we
are
empathizing
with
developers
who
are
interpreXng
requirements,
user
interface
designers
who
are
trying
to
design
with
the
user
in
mind
and
business
owners
who
are
championing
product
development
to
suit
either
their
needs
or
needs
of
other
people.
• “Look
at
things
for
the
very
first
Xme.”
Perez
de
Ayala
from
Advice
for
a
Young
InvesXgator
• “These
things
were
not
observed
because
they
were
not
expected
or
specifically
looked
for.”
• From
The
Art
of
ScienXfic
InvesXgaXon
• “The
medical
ear
must
be
properly
trained
to
hear
stories
–
a
medical
history,
aUer
all,
is
a
short
story.”
from
John
Stone
in
Sparks
of
Genius
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
EMPATHIZING
Defini4on

30. Photography
Building
user
personas
is
about
empathizing
with
out
users.
We
build
personas
to
understand
the
context,
the
mindset
and
the
needs
of
a
user.
We
design,
develop
and
test
from
a
user
perspecXve.
The
fish
eye
lens
was
built
by
Robert
Wood,
a
physicist
who
wanted
to
know
how
the
world
looked
through
the
lens
of
a
fish.
Stanislavsky
method
Two
of
the
suggesXons
for
improving
an
actor’s
ability
to
empathize
and
to
be
able
to
draw
emoXonal
reacXons
from
memory:
PracXce
“inner
aenXon.”
Observe
your
responses
to
the
world
and
remember
your
physical
and
emoXonal
memories
of
your
responses.
Being
able
to
call
upon
these
reacXons
and
being
able
to
reenact
feelings
is
what
actors
do.
PracXce
“external
aenXon”
to
people
and
things.
Study
other
people
and
things
closely.
Ac4ng
According
to
the
book
Sparks
of
Genius,
Tom
Hanks
wanted
to
know
how
it
felt
to
be
an
astronaut
so
he
would
walk
on
the
boom
of
his
pool
breathing
through
a
hose,
pretending
to
train
for
weightlessness.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
EMPATHIZING
Applying
this
skill
to
tes4ng

31. MODELING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

32. Quotes
Examples
• “To
model
an
object
is
to
possess
it.”
Picasso
• “Knowing
the
limitaXons
of
a
model
is
as
important
as
knowing
its
valid
uses.”
Sparks
of
Genius
• "All
our
ideas
and
concepts
are
only
internal
pictures".
-­‐-­‐
Ludwig
Boltzmann
(1899)
•
•
•
•
•
•
•
The
tailor’s
dummy
Crash
test
dummies
Dolls,
airplane
models,
train
models,
ship
models
The
alpha
helix
Architecture
models
Civil
engineering:
bridges
Personas
in
design
and
development
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
MODELING
Defini4on
modeling
The
act
of
represenXng
something,
usually
on
a
smaller
scale.
Comments
&
Snip-­‐its:
• Physical
representaXon
–
renders
immediate
percepXon
and
view
• Gaming
oUen
relies
on
the
use
of
modeling.
• “…a
condensaXon
of
Xme
and
place.”
• “…to
test
decision
making
and
strategy.
…
to
make
mistakes,
find
weaknesses
and
explore
possibiliXes”

33. Similar
to
abstracXng
or
imaging,
our
ability
to
“wrap
our
heads”
around
designs,
products
and
concepts
that
are
not
fully
realized
helps
us
perform
as
part
of
the
team
that
builds
and
provides
a
soluXon
for
customers,
not
just
test
according
to
the
requirements.
The
ability
to
devise
a
mental
model
or
a
physical
representaXon
or
funcXonal
model
in
order
to:
• Understand
• Make
something
accessible
• Test
decision-­‐making
or
hypothesis
• To
make
mistakes
• Or
as
Picasso
said,
to
possess
something.
Story
Some
years
ago
when
I
was
learning
or
trying
to
learn
a
data
replicaXon
schema,
my
boss
Bob
draw
War
Games
a
wheel
with
spokes
and
a
hub
and
explained
the
concept
with
a
simple
drawing.
He
went
onto
detail
the
concepts
of:
• Master/slave
• Timestamps
• Frequency
intervals
• Dirty
reads
And
perhaps
some
addiXonal
concepts
were
clarified,
all
with
a
simple
drawing
of
a
wheel.
One
of
the
most
known
uses
of
modeling
is
“war
games.”
Modeling
provides
an
opportunity
for
simulaXon.
This
is
especially
valuable
when
the
actual
scale
of
what
is
being
modeled
is
so
large
that
a
full
representaXon
may
not
be
feasible.
“Knowing
the
limitaXons
of
a
model
is
as
important
as
knowing
its
valid
uses.”
from
Sparks
of
Genius
Search
on
the
“von
Reiswitz”
game
for
more
informaXon
on
war
games.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
MODELING
Why
this
skill
maDers
to
tes4ng

34. Resources
for
More
The
following
informaXon,
taken
from
Understanding
Learning:
the
How,
the
Why,
the
What
by
Dr.
Ruby
K.
Payne,
explains
the
characterisXcs
and
purposes
of
mental
models.
Mental
models
are
how
the
mind
holds
abstract
informaXon,
i.e.,
informaXon
that
has
no
sensory
representaXon.
All
subject
areas
or
disciplines
have
their
own
blueprint
or
mental
models.
• Mental
models
tell
us
what
is
and
is
not
important
in
a
discipline.
They
help
the
mind
to
sort.
• Mental
models
oUen
explain
the
“why”
of
things
working
the
way
they
do.
• Mental
models
tell
the
purposes,
structures,
and
paerns
of
a
discipline.
• Mental
models
are
held
in
the
mind
as
two-­‐dimensional
pictures,
movements,
• stories,
or
analogies.
• Mental
models
“collapse”
the
amount
• of
Xme
it
takes
to
teach/learn
• something.
• Mental
models
of
a
discipline
are
contained
within
the
curriculum.
Book:
"The
Design
of
Everyday
Things”
Donald
Norman
1988)
Movie:
Lorenzo’s
Oil
YouTube:
Rebecca’s
example
of
Payne’s
Model
hp://www.youtube.com/watch?v=X0sRH1GG2GE
Ted
Talk
Sendhil
Mullainathan:
Solving
social
problems
with
a
nudge.
When
a
mental
model
does
not
work:
hp://www.ted.com/talks/sendhil_mullainathan.html
Research
Paper
hp://mentalmodels.princeton.edu/papers/
2005HistoryMentalModels.pdf
See
the
following
for
class
exercises:
hp://www.geociXes.ws/dusXnbaier805/assignment3.htm
hp://www8.cs.umu.se/kurser/5DV048/VT09/utdelat/
F8.pdf
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
MODELING
Payne’s
Mental
Model

35. PLAYING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

36. PLAYING
Interes4ng
associated
words
&
phrases
•
•
•
•
•
•
•
•
•
•
•
Exploit
Role
play
Wreak
Encounter
Compete
Use
Exercise
Take
On
Contend
Apply
Exercise
Are
these
not
the
acXviXes
we
do
as
testers?
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

37. PLAYING
Proof
on
the
value
of
play
“Einstein
described
his
scienXfic
method
as
combinatory
play.
He
famously
used
thought
experiments,
which
are
essenXally
elaborate
analogies,
to
come
up
with
some
of
his
greatest
discoveries.
By
bringing
together
what
we
know
and
what
we
don't
know
through
analogy,
metaphorical
thinking
strikes
the
spark
that
ignites
discovery.
"
Quoted
from
Ted
talk
-­‐-­‐
Metaphorically
speaking,
by
James
Geary.
Quotes
Resources
“A
lile
nonsense
now
and
then,
is
cherished
by
the
wisest
men.”
―
Roald
Dahl,
Charlie
and
the
Great
Glass
Elevator
“You
can
discover
more
about
a
person
in
an
hour
of
play
than
in
a
year
of
conversaXon.”
―
Plato
“This
is
the
real
secret
of
life
-­‐-­‐
to
be
completely
engaged
with
what
you
are
doing
in
the
here
and
now.
And
instead
of
calling
it
work,
realize
it
is
play.”
―
Alan
Wilson
Was
YouTube,
video
called
Sunday
hp://www.youtube.com/watch?v=dUxMm8aj3gs
Facebook
See
the
NaXonal
InsXtute
for
Play
WordPress
site
hp://stevemccurry.wordpress.com/2013/01/29/power-­‐of-­‐
play/
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

38. PLAYING
Why
does
this
skill
maDer?
Without
a
sense
of
invesXgaXon,
experimentaXon
and
play,
tesXng
could
be
quite
dull.
Alexander
Fleming
discovered
penicillin
by
experimenXng
and
playing.
The
issue
is
not
with
having
a
sense
of
play
towards
our
work
but
our
a•tude
about
play
and
the
word
play.
Bug
Bashes
Ted
Talks
Tim
Brown:
Tales
of
creaXvity
and
play
hp://www.ted.com/talks/
Xm_brown_on_creaXvity_and_play.html
Tim
Brown:
Tales
of
creaXvity
and
play
hp://www.ted.com/talks/
Xm_brown_on_creaXvity_and_play.html
James
Geary:
Metaphorically
Speaking
hp://www.ted.com/talks/
james_geary_metaphorically_speaking.html
Have
you
noXced
that
during
bug
bashes
and
Exploratory
TesXng
we
allow
ourselves
to
play?
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

39. FOCUSING
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

40. Some
insights
into
procras4na4on
These
are
issues
we
all
bale:
procrasXnaXon,
distracXons
and
stress.
The
skills
that
help
overcome
these
obstacles
are:
discipline,
mental
toughness
and
deliberate
PracXce.
I
don’t
understand
what
I
am
supposed
to
do.
I
don’t
want
to
do
what
I’m
supposed
to
do.
I
resent
having
to
do
the
task.
I
don’t
know
where
to
begin.
I’m
afraid.
I
want
the
work
to
be
perfect
and
with
that
criteria
in
mind,
• I
can’t
start
or
I
can’t
finish
the
task.
• I
have
other
tasks
I’d
prefer
to
do.
• I
don’t
want
to
work
at
all
(right
now).
•
•
•
•
•
•
Procras4na4on
Try
a
Prac4cal
Maneuver
Give
yourself
a
small
reward
for
each
task
completed.
Use
an
alarm
clock
and
limit
the
Xme
for
the
task.
Try
some
of
the
Xme
boxing
ideas
I’ll
share.
Reduce
the
task
size.
Look
for
simple
tasks
that
can
draw
you
back
to
the
work.
Realize
a
single
task
accomplished
is
beer
than
no
tasks
touched.
• Give
yourself
a
small
reward
for
each
task
completed.
• Use
an
alarm
clock
and
limit
the
Xme
for
the
task.
• Try
some
of
the
Xme
boxing
ideas
I’ll
share.
• Reduce
the
task
size.
• Look
for
simple
tasks
that
can
draw
you
back
to
the
work.
• Realize
a
single
task
accomplished
is
beer
than
no
tasks
touched.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
FOCUSING
Procras4na4on,
Distrac4ons
&
Stress

41. Solu4on
Combina4on
•
•
•
•
•
•
Self-­‐control
Self-­‐mastery
Deliberate
pracXce
Mental
toughness
Willpower
Focus
Quote
“Self
control
is
more
indispensable
than
gunpowder.”
~
Henry
Morton
Stanley
For
more
informa4on
In
the
Fall
of
2012,
I
gave
a
keynote
on
the
topic
of
discipline,
you
can
find
more
on
my
website
and
on
Slideshare.
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
FOCUSING

42.
In
tesXng
we
need
to
intensely
focus
in
order
to
not
only
confirm
soUware
works
as
expected
but
to
watch
for
other
someXmes
unpredictable
ways
that
soUware
does
work.
11
Steps
to
Becoming
an
Expert
1. Slow
down
2. Start
with
a
goal
3. Chunking
4. PracXce
at
the
edge
of
your
ability
5. Get
feedback
6. Repeat
7. Vary
your
approach
8. Count
good
repeXXons
9. Record
the
data
and
review
10. Make
it
harder
11. Find
someone
who
is
beer
From:
hp://expertenough.com/2327/deliberate-­‐pracXce-­‐
steps
FOCUSING
How
this
skill
applies
to
tes4ng
Quote
“We
can’t
get
good
at
something
solely
by
reading
about
it.
And
we’ll
never
make
giant
leaps
in
any
endeavor
by
treaXng
it
like
a
snack
food
that
we
munch
on
whenever
we’re
ge•ng
bored.
You
get
good
at
something
by
doing
it
repeatedly.
And
by
listening
to
specific
criXcism
from
people
who
are
already
good
at
what
you
do.
And
by
a
dedicaXon
to
ge•ng
beer,
even
when
it’s
inconvenient
and
may
not
involve
a
handy
bulleted
list."
~
Merlin
Mann
Quote
We
are
what
we
repeatedly
do.
Excellence,
then,
is
not
an
act,
but
a
habit.”
~
Aristotle
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3

43. •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Memory
Transfer
of
skills
Decision
making
Note-­‐taking
Clarity
Asking
quesXons
Brainstorming
Problem
solving
Mental
Toughness
Discipline
Synthesizing
–
Making
Sense,
Sense
Making
Storytelling
ScienXfic
method
CriXcal
thinking
Synthesizing
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3
THERE’S
MORE
Addi4onal
Skills
to
Inves4gate

44. THANK
YOU!
A
Por1olio
of
Thinking
Skills
©
Karen
N.
Johnson,
2013
v3